Download 63 Tactics for Teaching Diverse Learners, Grades 6-12 by Robert (Bob) F. Algozzine, Pamela (Pam) Campbell, Jianjun PDF

By Robert (Bob) F. Algozzine, Pamela (Pam) Campbell, Jianjun Adam Wang

This number of sixty three educational concepts for instructing diversified secondary scholars comprises instructor suggestions, literature assets, and knowledge for selecting acceptable thoughts.

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Finally, invite parents, students, and colleagues to a “Portfolio Night” where students can share their achievements with others. Students should prepare to explain each entry, how/why it is representative of their progress, why each entry is important to them, and what it indicates in terms of future learning for them. Example: I’ve used portfolios for years in collaboration with my special education teacher to help us monitor student learning and plan on a continual basis. . We meet at least once a week, regardless, to review the Decide How to Teach 23 achievements of our students.

English, special ed, PE, music, history, science, math; I know there’s one more . . Spanish (my schedule rotates). They all have their own rules and ways of doing things. Sometimes, it just gets way too complicated to remember all the details, because the rules and procedures are not exactly the same every class every day. . Plus, a couple of my teachers keep adding new things and forgetting about the old ones. So, bottom line, I really like Mr. Matthews because he takes the time to remind us and 36 Managing Instruction show us, really really show us, what we need to do.

Tactic: After discussing the differences between plant and animal cells, ask students to draw what they think these cells would look like under a microscope. After they complete the drawings, allow students to prepare microscope slides of plant (onion) and animal (skin scraping) cells. Then tell students to view the slides they have prepared and make drawings of the plant and animal cells they see through the microscope next to those they had previously drawn. Ask students to label structures in their second set of drawings, using their textbook as a reference, and then compare and contrast the two types of cells.

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